SOUTHERN METHODIST UNIVERSITY SYLLABUS Instructor: Suzanne Terrio, Ed.M., M.A., C.S.C., C.I.C Phone Number: 972-841-6517 Email address: LSTerrio86@hotmail.com Office Hours: By appointment Email: LSTerrio86@hotmail.com. Anytime. Course Name: American Sign Language I (Lecture) Course #: HDEV1401-XXXX-XXXX May Term 2017: May 18 June 2 Time: 9:00 AM to 11:50 AM, 1:00 PM to 3:50 PM, Daily Location: TBA Course Description This course will be conducted in American Sign Language only. This basic foundational course will provide an understanding for Communication Techniques with Deaf people on the job, in your personal life, or in academia. The student will apply at least 10 grammatical features of ASL, including Non-manual grammatical markers, and commonly used Classifiers. You will understand potential misconceptions for cross cultural communication with Deaf people. There will be a Deaf person assisting in class to maintain a signing environment. Important Note: The class will mainly be conducted in American Sign Language, and visual modalities. Instructor Biography Suzanne Terrio, Ed.M., M.A. C.S.C., certified interpreter through the National Registry of Interpreters for the Deaf, Texas State Certified in Court Interpreting, Certified Teacher of the Deaf, and Certified Teacher of ASL, and Certified School Administrator, received her B. A. in Education from Queens College, City University of New York; M.A. from New York University in Deaf Education, an Ed.M. in Administration and Supervision from Columbia University, T.C., interpreter training from Gallaudet University and the Bi-Cultural Center in Washington D.C., and the Julliard Program for Theatrical Interpreting. After a decade of teaching at the New York School for the Deaf, Suzanne has over three decades of experience as a court/legal interpreter, community interpreter in medical, corporate, business, educational settings., TV Cable Interpreting (Winner of the Channel 13 UTIE Award), Sorenson Video Relay Service Interpreting, and the sole staff interpreter in the Oil Industry with a Deaf Petroleum Engineer; Adjunct Faculty at Collin College, Plano; Adjunct at Texas Woman's University, Denton; and Adjunct at Southern Methodist University, S.M.U. She is assisted in class by her Deaf husband LeRoy, who has an M.B.A. in Finance from Pace University, N.Y., and 31 years of experience as a Manager Corporate Accounting for GTE/Verizon. This course is designed to familiarize students' understanding of Deaf/Hard of Hearing in academia and in the work place, and to develop basic techniques for communication. Mr. and Mrs. Terrio are married over three decades with two adult daughters, one is a certified ASL/Spanish Interpreter, and one is a Teacher of Deaf s, and for Special Education. 1
UC Requirements fulfilled: s with limited familiarity with Deaf people and American Sign Language, or those who need a refresher course for previous experience. Prerequisites: None Text(s) & Other Materials/Supplies Learning American Sign Language, Second Edition (2004) by Tom Humphries and Carol Padden DVD- See What I Mean by Tom Holcomb Manipulative Materials, Pictures, YouTube Signing Naturally Textbook Byron Bridges: Deaf Tend Yours (VHS/DVD) Google YouTube: Bill Vicars, T-I-M-B-E-R Story in ASL, Trix Bruce Classifiers Story-The Campfire Helpful Web Resources: 1. www.lifeprint.com 2. www.aslpro.com 3. www.aslrose.com 4. www.signingsavvy.com Learning Outcomes SLO 1: Interpretation (Reading & Listening): The student will demonstrate ability to interpret meaning in the target SLO 2: Interpretive Communication (Speaking & Listening): The student will be able to express and negotiate meaning in the target SLO 3: Presentational Communication (Speaking): The student will demonstrate the ability to sign a given discourse, applying a minimum of 10 ASL grammatical features, using clear ASL parameters, such as handshapes, Non-Manual Signals, Palm Orientation, Movement, Placement, Body Contact, and conceptually accurate ASL signed vocabulary. SLO 4: Cultural Understanding: The student will be able to apply Deaf Culture Techniques in a No Voice English Environment having learned aspects of deaf culture. 2
Suggested Rubric for Second Language Proficiency in American Sign Language Course Assignment Date Accomplishment Level ABSENT 1 Or Earned Score < 60 SLO 1: Interpretation (Reading & Listening): The student will demonstrate ability to interpret meaning in the target demonstrates no ability to interpret the meaning in the target SLO 2: Interpretive Communication (Speaking & Listening): The student will be able to express and negotiate meaning in the target demonstrates no ability to express and negotiate meaning in the target SLO 3: Presentational Communication (Speaking): The student will demonstrate the ability to sign a given discourse, applying a minimum of 10 ASL grammatical features, using clear ASL parameters, such as handshapes, Non-Manual Signals, Palm Orientation, Movement, Placement, Body Contact, and conceptually accurate ASL signed vocabulary. is unable to demonstrate ( speak ) the target SLO 4: Cultural Understanding: The student will be able to apply Deaf Culture Techniques in a No Voice English Environment having learned aspects of deaf culture. demonstrates no cultural understanding of the target BEGINNING 2 60-69 demonstrates a limited ability to interpret the meaning in the target demonstrates a limited ability to express and negotiate meaning in the target demonstrates a limited ability to speak the target demonstrates a limited cultural understanding of the target DEVELOPING 3 70-79 demonstrates an elementary ability to interpret the meaning in the target demonstrates an elementary ability to express and negotiate meaning in the target demonstrates an elementary ability to speak the target demonstrates an elementary cultural understanding of the target ACCOMPLISHED 4 80-89 demonstrates an advanced ability to interpret the meaning in the target demonstrates an advanced express and negotiate the meaning in the target demonstrates an advanced ability to speak the target demonstrates an advanced cultural understanding of the target EXEMPLARY 5 90-100 demonstrates a superior ability to interpret the meaning in the target demonstrates a superior ability to express and negotiate the meaning in the target demonstrates a superior ability to speak the target demonstrates a superior cultural understanding of the target 3
Assignments: Activities Attendance & Class Participation; No cell phones: Attendance is extremely important. As permitted by University policy, with the department, the instructor reserves the right to drop students who miss more than one class (6 hours of instruction) for any reason. s will be dismissed for voicing English in class when required not to do so. Sleeping, texting and inattentiveness will be grounds for being asked to leave without attendance points. Participation: Your active participation is expected, both individually and in group work. In-Class Quizzes: Mostly unannounced, at the beginning of class. Please, be punctual. If a student is late and misses the quiz, a grade of 0 will be assigned. Quizzes include 1) Fingerspelling: The Quick Brown Fox Jumped Over the Lazy Dogs 2) Non-Manual Signals (NMS), 3) ASL Parameters, 4) ASL grammar descriptions. Deaf Culture: Summary paper (2 pages max) of DVD See What I Mean or Deaf Culture DVD due on Friday, May 26, 2017 Language Application: Paper: Interview with Deaf Person using a variety of Techniques of Communicating with Deaf People (See guidance below) OR Deaf Event (Google: Deaf Coffee Chat Dallas/Fort Worth and see template below). Paper is due on Tuesday, May 31, 2017. Second project (attend Deaf event) for extra credit. Expressive & Receptive: (Quiz on Dialogues) Units 1 12 - Group dialogues from Humphries & Padden textbook-learning American Sign Language (Bring laptop to class to tape/document your work.) Expressive: Given the sentences in English the student will sign the meaning in ASL. Receptive: Given the sentences in ASL the student will write an English translation. Expressive Grammar: Expressive / Receptive Final ASL Discourse (10 points each): Given picture in diamond shape (or) a selected topic Sign the scenario or discourse showing 10 grammatical features from your attached rubric (e.g., ASL, incorporating gestures, etc.) Receptive: ASL Translation into English language Points 10 10 20 20 20 20 100 4
Grading Policies Your course grade will be determined on a scale as follows: A : at least 92.5% B+ : at least 87.5% C+ : at least 77.5% D+ : at least 67.5% A - : at least 90.0% B : at least 82.5% C : at least 72.5% D : at least 62.5% B- : at least 80.0% C- : at least 70.0% D- : at least 60.0% F : Less than 60.0% No Vocal English Policy We insist on maintaining a signing environment at all times in the classroom. There are two reasons for this: One, in accordance with Deaf Culture it is considered rude and insulting to talk in front of Deaf persons and not make the information passing between you and another person accessible. Since there will be a Deaf person present in the room and your goal is to get to know Deaf people in the community, it is imperative that you develop the habit of signing when Deaf people are present. Two, this is an immersion class, which means primarily the target language is used. Using only ASL in a functional language approach helps you develop both your comprehension skills and your expressive skills quickly and effectively. Talking disrupts this process and delays your language acquisition. If a fellow student asks you for help, feel free to help by using signs you have learned, gestures, or if needed, by writing back and forth. In this way, you keep the atmosphere a visual one. Participation in Class Regular, active participation in class is vital to your success, and is expected of all students. Disability Accommodations If you anticipate the need for reasonable academic accommodations to meet the requirements of this course, you must first be registered with Disability Accommodations & Success Strategies (DASS) to verify the disability and to establish eligibility for accommodations. You may call 214-768-1470 or visit http://www.smu.edu/alec/dass to begin the process. Once registered, you should then schedule an appointment with the professor to make appropriate arrangements. Religious Observance If you wish to be absent on holidays that require missing class, you should notify the professor in writing at the beginning of the semester, and should discuss with him/her, in advance, acceptable ways of making up any work missed because of the absence. (See University Policy No. 1.9.) Excused Absences for University Extracurricular Activities If you are participating in an officially sanctioned, scheduled University extracurricular activity, you should be given the opportunity to make up class assignments or other graded assignments missed as a result of their participation. It is your responsibility to make arrangements with the instructor prior to any missed scheduled examination or other missed assignment for making up the work. (University Undergraduate Catalogue). 5
ASL Discourses include: Entertain (jokes, etc.) Persuade Educate How to Inform Social s are encouraged to practice and videotape himself/herself outside of class with a signing partner. A Deaf ASL assistant will be available for signing practice of the dialogues, and for assistance with assignments (Room #, building, schedule to be announced). The calendar can be tweaked based on student progress, school cancellations, weather conditions, etc. Thursday, May 18 Introduction to Syllabus Introduction to Class View: See What I Mean What is Deaf Culture, Folklore? Deaf Leaders, Gallaudet University Protest Unit 1 Introductions and Personal Information o Introductions o Personal Information o More Personal Information Unit 2 Learning ASL o Going to Class o Objects in the Classroom o Showing you Understand and Asking for Help Friday, May 19 Fingerspelling Quiz: The Quick Brown Fox Jumped Over the Lazy Dogs Non-Manual Signals Dr. Byron Bridges, NMS Examples of the semantic / modifier NMS ( will write 10 examples of types of NMS and application Bill Vicars ASL teacher Unit 3 Politeness o Asking Politely o Thanks o Interruptions and Apologies Unit 4 Descriptions o Physical Appearance o Clothing o Personality and Character 6
Monday, May 22 Dialogue Quiz #1 (5 points) Units 1-3 Trix Bruce Classifiers Stories ( will perform a simple ASL discourse with controlled vocabulary, NMS, gestures, body language Bill Vicars ASL teacher Unit 5 - Requests o Polite Commands o Requests to Do Something o More Requests Unit 6 Expressing Yourself o How You Feel o Opinions and Preferences o Anxiety Tuesday, May 23 Unit 7 More Descriptions o Objects and Their Location o Objects, Number, and Location o How Many Unit 8 Family and Friends o Family Information o Family Relationships o Friends and Acquaintances Wednesday, May 24 Dialogue Quiz #2 (5 points) Units 4-6 Picture stories Unit 9 More Descriptions o How Others Look o Personality o Physical Features Unit 10 At Home and Daily Living o Your Residence o Objects in Your Residence o What You Do Every Day 7
Thursday, May 25 Unit 11 Food and Food Shopping o The Menu o Quantities o Prices Unit 12 Offering and Declining o Food and Drink o Offering Help o Declining and Explaining Friday, May 26 Dialogue Quiz #3 (5 points) Units 7 9 Picture stories / Final Prep Summary paper (2 pages max) due on deaf culture -- DVD titled See What I Mean or Deaf Culture DVD due on May 26 (20 points) Tuesday, May 30 Dialogue Quiz #4 (5 points) Units 10-12 Picture stories / Final Prep Vocabulary Development Expressive / Receptive Wednesday, May 31 Picture stories / Final Prep Vocabulary Development Expressive / Receptive Paper on Deaf Interview or Deaf Event Due on May 31 (20 points) Thursday, June 1 Perform Expressive Final (10 points) 10 grammatical features Friday, June 2 Perform Expressive Final (10 points) 10 grammatical features o Performances of a Final ASL Discourse using Picture Story Cards, or basic ASL discourse of your choice. (Clear with the instructor) Receptive final (10 points) 8
GUIDE TO THE DEAF INTERVIEW: The purpose of this assignment is to find alternate techniques of communicating with Deaf people in business, education, or your personal life. 1) Text the Deaf person to make an appointment. 2) Give your connection to the community. 3) Call their videophone (vp) number via your cell phone. 4) Ask the questions you prepared beforehand, and any additional points for discussion. 5) Write at least a two-page paper with the Q&A, your reactions to the Interpreted call via the Video Relay Service Interpreter. Give any pros or cons of this experience. INSTRUCTIONS FOR ASL FINAL EXPRESSIVE LANGUAGE DISCOURSE (10 points): Choose a topic from a list or Discourse of Your Choice. Prepare pictures / sketches in a Diamond-Shaped format to create a context for your audience and to organize Cognitive Mapping for yourself. Sign the discourse. You will be graded on the use of 10 grammatical features and examples you will hand in on a hard copy at the time of your performance. 10 points for grammar features from rubric for overall communication, fluency/fluidity, use of new vocabulary, pacing, incorporation of gestures, affect, Body Language 9
DEAF EVENT (MUST HAVE DEAF PERSON(S) PRESENT AT A DEAF EVENT) NAME OF STUDENT: DATE AND TIME OF EVENT: LOCATION: SIGNATURE OF DEAF PERSON(S) (PICTURE OF SIGNATURE(S) OF DEAF PERSON(S) DIGITALLY ATTACHED PERMITTED) DEAF CULTURE OBSERVATIONS E.G.; TURN-TAKING; NMS; FORM OF GOODBYES; LIGHTING; ETIQUETTE; POSTIONING, ETC. DESCRIPTION OF EXPERIENCE OR ACTIVITY (USE MORE SPACE IF NEEDED) Include: Examples of NMS Observed specific grammatical features of ASL & examples Reactions NEW VOCABULARY: Sign to class; be prepared to tell class in ASL about your event. Type paper (1 page minimum) of your deaf culture observations and description of experience or activity. Use a device to videotape 30 seconds of you signing with a Deaf person. Attach a picture to your paper of you and the Deaf person(s). Proof of stubs or tickets IS encouraged. 10
STUDENT NAME: ASL RUBRIC # Grammatical Features 1 Pronouns Examples 2 Sign Space 3 Yes/No Questions 4 W-H Questions 5 Classifiers 6 Sasses, Sizes & Shape, Classifiers 7 Numbers 8 Directional Verbs 9 Noun-verb pairs 10 Topic / Comment 11 Compounds 11
# Grammatical Features 12 Fingerspelling Examples 13 Time Indicators 14 Non-Manual Signals 15 Role Shift 16 Modulation 17 Rhetorical Questions 18 Conjunctions 19 Referential Index 20 Locatives 21 Conceptual Accuracy New Vocabulary Overall Fluency Scale 1-10 Assessor (Receptive) 12